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Chapter 3Step-by-step: Designing Performance Assessment Tasks
All information comes from The Keys by Paul Sandrock
Main points
focuses on how to design performance assessments
provides a step by step process that helps develop performance assessments
steps provide a clear goal/outcome for students and teacher
activities lead to the final outcome of the unit
Step 4
Step 2 Step 5
Step 6
Step 7
Step 3
Step 1
How to implement in the classroom
Ways to implement in classroom
This chapter will help me in planning units. I will use the guided steps and
charts to really think through each step. Because I am focusing on
transforming my lessons to performance tasks, this will really help me in
doing so. The steps and charts leave clear guidelines and expectations, which
will be very beneficial. I am looking forward to begin this transition and am
thankful I have been provided with such useful resources.
Step 1: Create a rich and engaging
thematic focus
Thematic units need to have some type of question that students will be able
to answer at the end. The question helps guide teachers in their instruction
and students in their learning. By having a clear question, the teacher will
also know what language is needed in order to answer the question.
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Step 2: Identify what students need to do to
demonstrate their learning
In step 2, the teacher brainstorms ideas of how the students will use the
language throughout the unit. The teacher also needs to keep in mind the
targeted language level.
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Step 3:Evaluate tasks against the targeted
level of proficiency
Step 3 compares the characteristics of the targeted language level t to the
tasks identified in step 2. Teachers need to provide activities that also
students to increate and develop their language skills.
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Step 4: Sort performance tasks as
formative or summative
Teachers need to identity the intended formative and summative
assessments. Formative assessments provides checks for the teacher and
students to measure student progress. Summative assessments are used to
measure the knowledge gained.
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Step 5: Fine-tune and integrate the
summative performance tasks
This step ties the context and assessments together. The tasks (interpretive,
presentational, and interpersonal) form a cycle, where each one should feed
of the others.
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Step 6: Incorporate other standards to
enrich the unit of instruction and
performance tasks Step 6 uses other standards (example: the 5 C’s) to enrich the unit or lessons.
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Step 7: Pilot with students and use the
results to adjust the assessment tasks
Step 7 leads teachers to think about the results and how each task will affect
the students’ progress.
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